Digital Escape Rooms With Google Workspace

Purpose & objective

The purpose of this presentation is to both demonstrate the efficacy and use of digital escape rooms, using a K12 student as a model, and teach how to quickly and efficiently design them for any grade and subject area. Participants will, using their own devices, begin building their own digital escape rooms and have the opportunity to ask questions about the challenges and fine details of the escape room creation process. These digital escape rooms can be created on any platform that allows access to the full set of Google Workspace tools. Both presenters regularly use this method, one in homeschool instruction and the other as part of teacher prep instruction at the higher education level. The student presenter will be present to demonstrate the use of digital escape rooms from the student perspective.

Outline

I. Brief Overview of Digital Escape Room (10 minutes)

Participants will learn about the different forms that digital escape rooms can take, even within the same online platform. Brief examples of various content and grade levels will be shown to participants.

II. Student Information and Example of Using Digital Escape Room (10 minutes)

Student presenter will share his unique perspective on digital escape rooms from the student perspective, and with one of the lead presenters, will demonstrate part of how an escape room can be utilized in a classroom experience.

III. Building the Basic Infrastructure of a Digital Escape Room (30 minutes)

Participants, using their own devices, will begin to create the infrastructure of a digital escape room with Google Workspace Tools. For those who do not wish to make their own digital escape room during the session, detailed notes will be provided so that they may follow the steps on their own at a later time. One lead presenter will share information with the entire group while the other presenter will engage in peer-to-peer interaction for any specific questions during this workshop time. Although thirty minutes is not enough time necessarily to create an entire escape room, most participants will be able to create a few steps and have a solid plan for finishing their digital escape room.

IV. Q&A (10 minutes)
Presenters will answer any specific questions about tailoring their digital escape rooms to their unique classroom experiences.

Supporting research

Buchner, J., Rüter, M., & Kerres, M. (2022). Learning with a digital escape room game: before or after instruction?. Research and practice in technology enhanced learning, 17(1), 1-16.

Danhoof, C. (2022, April 25). Using digital escape rooms to make learning fun. Edutopia. https://www.edutopia.org/article/using-digital-escape-rooms-make-learning-fun

Neumann, K. L., Alvarado-Albertorio, F., & Ramírez-Salgado, A. (2020). Online approaches for implementing a digital escape room with preservice teachers. Journal of Technology and Teacher Education, 28(2), 415-424.

Ridgeway, N. (2020). Digital escape rooms in your classroom. Classtime blog. https://www.classtime.com/blog/digital-escape-rooms/

Vidergor, H. E. (2021). Effects of digital escape room on gameful experience, collaboration, and motivation of elementary school students. Computers & Education, 166, 104156.